Activity Objective(s): Students will be able to use the plan sheet to create a researchable question and peer/teacher feedback to revise their question.
Professional Practice Time:Student Planning Jan - Feb
Targeted Elements of PSI(please check any portions of or complete elements that are explicitly targeted in this activity)
Students pose their own question, problem, or challenge of interest
Students self-plan, direct, and assess the learning process with the support of staff
Students publicly document and reflect on their learning process at multiple intervals of the experience
Students reflect on the unintended learning outcomes of their experience
Students receive, reflect, and act upon continuous teacher and peer formative feedback
Students engage in self-assessment throughout the experience for the purpose of reviewing and revising their learning process
Student documentation, reflection and project artifacts are used to assist in self-monitoring progress toward student-generated learning goal(s)
Students complete steps of process in different order and at different times, sometimes skipping or repeating steps while learning how to persist and overcome challenges
Students work flexibly within the roles of teacher and learner, throughout the process
Notes / Strategies for Differentiation:
Teacher conferencing needs to be available to students which can be challenging from a time perspective.
The majority of students need a lot of assistance in coming up with questions, this is not an independent skill yet.
Summary of Activity: please provide enough detail to allow another teacher to try this activity in their own learning community
Provide students with the Genius Time Plan Sheet and time.
Model the "A Lot, Some, Little" activity to teach them the importance of choosing a topic selecting a topic that they know a lot about, but finding the aspects of the topic that are still unknown.
Once topics are selected, brainstorm lower-level thinking questions based on what they know a little about. These questions should lead them to higher-level, researchable questions.
Students write a draft research question, and when they think they have a good question, they will meet with a "critical friend" for feedback. Critical friends will read their question to see if their draft question meets the criteria for a researchable question. If not, they will revise and repeat the critical friend process.
Pieces to consider:
With what assignments/lessons/units was this activity used?
Genius time
At what point(s) were students provided time to brainstorm and/or plan their main steps? How did this impact their process?
We've been doing brainstorming activities since the beginning of the year, which we refer to regularly. In this activity, students began brainstorming immediately. Th
What role did presearch play in the development of student plans?
The A lot, Some, Little activity and lower-level thinking questions were both forms of research.
What medium did students use to document or record their process?
Paper/pencil
At what point(s) in the process did students reflect on and or revise their plan?
Students revised at the end of the activity Students reflected verbally at the end of each component of the lesson.
Student Work Samples: please share at least two student samples from this activity, with a brief explanation of why you selected each sample
Sample One:
Sample Two
Sample Three:
Tweaks, Modifications and Iterations: please identify any adjustments you have or will make to this activity, based on teacher/student experience and/or feedback
.
"By failing to prepare, you are preparing to fail." - Benjamin Franklin
Activity Design: PSI Student Planning
from AHSD25 PSI Cohort
Pieces to consider:
please share at least two student samples from this activity, with a brief explanation of why you selected each sample
please identify any adjustments you have or will make to this activity, based on teacher/student experience and/or feedback
"By failing to prepare, you are preparing to fail."
- Benjamin Franklin